This study examined the effects of executive function intervention on the academic performance of students in three kindergarten through eighth-grade schools. The study evaluated MAP (Measurement of Academic Progress) results prior to and after the implementation of the executive function strategies and interventions. The study compared the responses of classroom teachers on an implementation survey to determine the fidelity to the program and collect their opinions about the efficacy of the intervention program and its ability to impact student academic achievement. The outcomes of this study impact the further refinement of the intervention program and provide data to confirm the positive influence of executive function interventions on academic achievement. The results of this study reflect the application of a mixed-methods, quasi-experimental research design. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]